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Title of the item:

Situating beyond the Social: Understanding the Role of Materiality in Danish Nursing Education

Title :
Situating beyond the Social: Understanding the Role of Materiality in Danish Nursing Education
Author(s) :
Soffer, Ann Katrine B.
Source :
Advances in Health Sciences Education, v21 n4 p819-832 Oct 2016. 14 pp.
Availability :
Not available from ERIC
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: ; Web site:
Peer Reviewed :
Descriptors :
Foreign Countries, Nursing Education, Ethnography, Communities of Practice, Learning
Abstractor :
As Provided
Number of References :
Language :
Number of Pages :
Publication Type :
Journal Articles; Reports - Research
Journal Code :
Entry Date :
Accession Number :
Academic Journal
Situated learning serves as an analytical framework for learning in a community of practice and has been widely used to understand the learning process that is entailed in becoming a nurse. Yet in this paper, the difficulties encountered with the original notion of situated learning once it is applied to contemporary Danish nursing education are introduced. One issue that has arisen is the analytical requirement for an educational program to be a homogeneous, singular, and social phenomenon thereby discounting the varied and different sites and materialities found within nursing education. By using the materiality of the hospital bed as an empirical example of the way materiality also shapes practices, an alternative understanding of situated participation can emerge. This approach allows different sites and materialities to be conceptualized as equally genuine parts of the situated leaning framework. I suggest the notion of multi-configured learning, which captures the heterogeneity and materiality encountered during ethnographic fieldwork at a Danish nursing school.

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